Leadership

National Curriculum Assessments At Key Stage 2 In England, 2018

Almost a third of children who failed the phonics check at age 5 or 6 – and failed the resit a year later – still went on to reach the expected standard in reading by the end of primary, according to this DfE report. But those pupils who performed well in the phonics check, were far more likely to read well at the end of primary.

The statistics show that 30 per cent of the pupils who did not meet the expected standard in phonics by the end of Year 2 in 2014 went on to reach the expected standard in reading at the end of Year 6 this year, with 4 per cent achieving a high score.

Create an account to read this article

£7.00+ VAT

One-off purchase

Purchase and Download today

Register for free

No Credit Card required

Register for free
Access to 3 free articles
Free TeachingTimes Report every month

array(8) {
  ["distinct_key"]=>
  string(10) "post#44088"
  ["title"]=>
  string(45) "100 Million Minutes Reading Challenge Matters"
  ["categories"]=>
  array(2) {
    [0]=>
    string(7) "Reading"
    [1]=>
    string(13) "Special Needs"
  }
  ["url"]=>
  string(50) "https://www.teachingtimes.com/ecj63100mmchallenge/"
  ["post_date_timestamp"]=>
  int(1523960546)
  ["objectID"]=>
  string(12) "post-44088-2"
  ["_snippetResult"]=>
  array(2) {
    ["excerpt"]=>
    array(2) {
      ["value"]=>
      string(117) "Too many children are leaving primary schools unable to read well. Everyone can make an impact urges Sonia Blandford."
      ["matchLevel"]=>
      string(4) "none"
    }
    ["content"]=>
    array(2) {
      ["value"]=>
      string(422) "... 2017). National Curriculum Assessments: Key Stage 2, 2017 (provisional), London: DfEDouglas, J. (2017). Breaking the generational cycle of low literacy, Every Child Journal, vol. 6.(2): pp 20-35Nutbrown, C, Hannon, P, and Morgan, A. (2005) Early Literacy Work with Families: Sage National Literacy Trust. (2017). ROGO model evidence base ..."
      ["matchLevel"]=>
      string(7) "partial"
    }
  }
  ["_highlightResult"]=>
  array(6) {
    ["title"]=>
    array(3) {
      ["value"]=>
      string(45) "100 Million Minutes Reading Challenge Matters"
      ["matchLevel"]=>
      string(4) "none"
      ["matchedWords"]=>
      array(0) {
      }
    }
    ["author"]=>
    array(1) {
      [0]=>
      array(3) {
        ["value"]=>
        string(15) "Sonia Blandford"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
    ["excerpt"]=>
    array(3) {
      ["value"]=>
      string(117) "Too many children are leaving primary schools unable to read well. Everyone can make an impact urges Sonia Blandford."
      ["matchLevel"]=>
      string(4) "none"
      ["matchedWords"]=>
      array(0) {
      }
    }
    ["content"]=>
    array(4) {
      ["value"]=>
      string(3342) "running our popular 100 million minutes challenge again this year from 1st -9th March 2018. We want all schools, early years settings, colleges, parents, carers, childminders and other community groups across England and Wales to sign up. Last year, Monks Abbey Primary School in Lincoln won the challenge. One of 447 primary schools in England that took part in the challenge and raced to the top of the leaderboard after 420 pupils read for an incredible 667,895 minutes. Their prize, courtesy of Peters, was a brand new reading area worth £10,000. Charlotte Briggs, a Year 6 teacher at Monks Abbey Primary School, said: “The impact the new reading area has had has been phenomenal. It has not only made such a wonderful change to our learning environment, but has provided an exciting place for all our children to read and, for many, sparked an interest in exploring a range of texts. We would like to take this opportunity to thank Peters and Achievement for All for enabling us to continue on our journey of being a reading school and creating an inviting space for our children to develop their love for reading.”Sonia Blandford, CEO of Achievement for All, said: “Across the UK, up to two in five children in poorer communities have difficulties with literacy. Reading is key to helping children and young people learn and fulfil their potential’.Sign up to the challenge and make everyone a reader.ReferencesBlanden, J. and Mackin, S. (2010). Intergenerational inequality in early years assessments: Millennium Cohort Study Briefing 15, London: Institute of Education Blandford, S. (2017). Born to Fail? Social mobility: a working class view, Woodbridge: John Catt. Blandford, S. and Knowles, C. (2013). Achievement for All: Raising Aspirations, Access and Achievement, London: BloomsburyDepartment for Business, Innovation and Skills (2011) Skills for life survey: small area estimation data. London: DfBIS.Department for Education. (2017). National Curriculum Assessments: Key Stage 2, 2017 (provisional), London: DfEDouglas, J. (2017). Breaking the generational cycle of low literacy, Every Child Journal, vol. 6.(2): pp 20-35Nutbrown, C, Hannon, P, and Morgan, A. (2005) Early Literacy Work with Families: Sage National Literacy Trust. (2017). ROGO model evidence base, unpublished, London: National Literacy TrustHart, B. and Risley, T. (1995).  Meaningful differences in the everyday experience of American children, Baltimore: Paul H. BrookesRiley, J. and Reedy, D. (2003). Communication, Language and Literacy: learning through speaking and listening and reading and writing, in Riley, J. (ed.) Learning in the Early Years: a guide for teachers of children 3-7, London: Paul Chapman. Save the Children (2014). Read On Get On: How reading can help children escape poverty, London: Save the Children Save the Children (2014). Reading England’s Future: Mapping how well the poorest children read, London: Save the Children Wells, G (1987) The Meaning Makers: Children learning language and using language to learn, London: Hodder and Stoughton.Whitebread, D (ed.) (2003). Teaching and Learning in the Early Years, London: Routledge."
      ["matchLevel"]=>
      string(4) "full"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(8) {
        [0]=>
        string(8) "national"
        [1]=>
        string(10) "curriculum"
        [2]=>
        string(11) "assessments"
        [3]=>
        string(3) "key"
        [4]=>
        string(5) "stage"
        [5]=>
        string(1) "2"
        [6]=>
        string(7) "england"
        [7]=>
        string(4) "2018"
      }
    }
    ["categories"]=>
    array(2) {
      [0]=>
      array(3) {
        ["value"]=>
        string(7) "Reading"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [1]=>
      array(3) {
        ["value"]=>
        string(13) "Special Needs"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
    ["tags"]=>
    array(6) {
      [0]=>
      array(3) {
        ["value"]=>
        string(3) "AfA"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [1]=>
      array(3) {
        ["value"]=>
        string(8) "Literacy"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [2]=>
      array(3) {
        ["value"]=>
        string(3) "NLT"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [3]=>
      array(3) {
        ["value"]=>
        string(9) "OECD PISA"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [4]=>
      array(3) {
        ["value"]=>
        string(7) "reading"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [5]=>
      array(3) {
        ["value"]=>
        string(12) "storytelling"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
  }
}

Reading

100 Million Minutes Reading Challenge Matters

17 Apr 2018

array(8) {
  ["distinct_key"]=>
  string(10) "post#43793"
  ["title"]=>
  string(68) "Phonics Screening Check And Key Stage 1 Assessments In England, 2017"
  ["categories"]=>
  array(1) {
    [0]=>
    string(10) "Leadership"
  }
  ["url"]=>
  string(55) "https://www.teachingtimes.com/phonics-screening_091017/"
  ["post_date_timestamp"]=>
  int(1507126725)
  ["objectID"]=>
  string(12) "post-43793-0"
  ["_snippetResult"]=>
  array(2) {
    ["excerpt"]=>
    array(2) {
      ["value"]=>
      string(246) "This DfE statistical first release (SFR) provides data about the attainment of pupils in the 2017 phonics screening check and key stage 1 national curriculum teacher assessments.
Leadership Briefing 12.02 (134)"
      ["matchLevel"]=>
      string(7) "partial"
    }
    ["content"]=>
    array(2) {
      ["value"]=>
      string(475) "... that’s new and relevantto education, linked to originalsource documents.PHONICS SCREENING CHECK AND KEYSTAGE 1 ASSESSMENTS IN ENGLAND, 2017KeywordsPhonicsScreeningCheck, Key Stage1, assessments,attainment,pupils, nationalcurriculum,outcomes SummaryThis DfE statistical first release (SFR) provides data about the attainment of pupils in the 2017phonics screening check and key stage 1 national ..."
      ["matchLevel"]=>
      string(7) "partial"
    }
  }
  ["_highlightResult"]=>
  array(4) {
    ["title"]=>
    array(4) {
      ["value"]=>
      string(104) "Phonics Screening Check And Key Stage 1 Assessments In England, 2017"
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(5) {
        [0]=>
        string(11) "assessments"
        [1]=>
        string(3) "key"
        [2]=>
        string(5) "stage"
        [3]=>
        string(7) "england"
        [4]=>
        string(4) "2018"
      }
    }
    ["excerpt"]=>
    array(4) {
      ["value"]=>
      string(246) "This DfE statistical first release (SFR) provides data about the attainment of pupils in the 2017 phonics screening check and key stage 1 national curriculum teacher assessments.
Leadership Briefing 12.02 (134)"
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(6) {
        [0]=>
        string(8) "national"
        [1]=>
        string(10) "curriculum"
        [2]=>
        string(11) "assessments"
        [3]=>
        string(3) "key"
        [4]=>
        string(5) "stage"
        [5]=>
        string(4) "2018"
      }
    }
    ["content"]=>
    array(4) {
      ["value"]=>
      string(4316) "Leadership BriefingLeadership Briefing – www.teachingtimes.comReports Summaries – a weeklyservice of essential summaries,in-depth reports and criticalanalysis that’s new and relevantto education, linked to originalsource documents.PHONICS SCREENING CHECK AND KEYSTAGE 1 ASSESSMENTS IN ENGLAND, 2017KeywordsPhonicsScreeningCheck, Key Stage1, assessments,attainment,pupils, nationalcurriculum,outcomes SummaryThis DfE statistical first release (SFR) provides data about the attainment of pupils in the 2017phonics screening check and key stage 1 national curriculum teacher assessments.It shows that in the first year of the annual phonics screening check (PSC) in 2012, less than three-fifths of pupils achieved the expected standard. There was also a large variation in outcomes betweendifferent areas of the country.The latest figures for primary pupils in England shows that many more pupils are now achieving theexpected standard in 2017 and the wide variation previously seen has largely disappeared.Main Points: ■ More than 9 in 10 pupils meet the expected standard in phonics by the end of year 2. More pupilsreach the expected standard in all subjects at key stage 1. ■ In 2017, 68% of pupils eligible for free school meals (FSM) met the expected standard, comparedto 84% of all other pupils.  The gap increased slightly by 1 percentage point compared to 2016,following a narrowing of the gap in both 2016 and 2015 of 1 percentage point. ■ There is no noticeable difference between the attainment of pupils with a first language other thanEnglish(81%) and pupils with English as a first language (82%). This attainment gap was similarin 2016. ■ The biggest characteristics attainment gap is between pupils with special educational needs(SEN) and those with no identified SEN, with 43% of pupils with SEN and 87% of pupils with noidentified SEN achieving the expected standard. ■ The percentage of pupils achieving the expected standard nationally has been steadily increasing,from 58 per cent in 2012 to 81 per cent in 2017. In 2013, the PSC was extended to Year 2 pupilswho did not achieve the expected standard in Year 1. By 2017, 92 per cent of pupils had reachedthe expected standard by the end of Year 2. ■ The percentage difference in phonics screening outcomes between the highest and lowestperforming Government Office Region (GOR) is largely unchanged at five per cent, despite thelarge increases seen in the percentage of pupils reaching the expected standard over the period. ■ The percentage of pupils achieving the expected standard in phonics has increased for all localWeek Commencing 9th October 2017https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/647846/SFR49_2017_Main_text.pdfhttps://www.gov.uk/government/uploads/system/uploads/attachment_data/file/647846/SFR49_2017_Main_text.pdfLeadership BriefingLeadership Briefing – www.teachingtimes.comReports Summaries – a weeklyservice of essential summaries,in-depth reports and criticalanalysis that’s new and relevantto education, linked to originalsource documents.authorities since 2012, but the distribution has narrowed. ■ Weaker performing LAs in 2012 appear to have made more progress over the last five years thanLAs which had initially performed strongly in 2012. ■ LAs with lower PSC outcomes in 2012 have managed to close the gap with higher performing LAsin 2012. By 2017, they have nearly managed to close the gap with the quintiles comprising thehigher performing LAs from 2012. ■ It appears that as LA scores reach around the 80 per cent mark, their improvement slows asschools find it increasingly difficult to get the remaining pupils up to the required standard. ■ 25 LAs have seen a fall in their PSC outcome in the latest year, compared to only seven LAs inthe four years up to 2016. All but two of these 25 LAs had PSC outcomes of 80 per cent or morein 2016.WEB LINKPhonics Screening Check And Key Stage 1 Assessments In England, 2017https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/647846/SFR49_2017_Main_text.pdf"
      ["matchLevel"]=>
      string(4) "full"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(8) {
        [0]=>
        string(8) "national"
        [1]=>
        string(10) "curriculum"
        [2]=>
        string(11) "assessments"
        [3]=>
        string(3) "key"
        [4]=>
        string(5) "stage"
        [5]=>
        string(1) "2"
        [6]=>
        string(7) "england"
        [7]=>
        string(4) "2018"
      }
    }
    ["categories"]=>
    array(1) {
      [0]=>
      array(3) {
        ["value"]=>
        string(10) "Leadership"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
  }
}

Leadership

Phonics Screening Check And Key Stage 1 Assessments In England, 2017

4 Oct 2017

array(8) {
  ["distinct_key"]=>
  string(10) "post#92180"
  ["title"]=>
  string(103) "Impact of School Closures and Subsequent Support Strategies on Attainment and Socio-Emotional Wellbeing"
  ["categories"]=>
  array(2) {
    [0]=>
    string(10) "Leadership"
    [1]=>
    string(20) "Leadership Briefings"
  }
  ["url"]=>
  string(134) "https://www.teachingtimes.com/impact-of-school-closures-and-subsequent-support-strategies-on-attainment-and-socio-emotional-wellbeing/"
  ["post_date_timestamp"]=>
  int(1612366174)
  ["objectID"]=>
  string(12) "post-92180-0"
  ["_snippetResult"]=>
  array(2) {
    ["excerpt"]=>
    array(2) {
      ["value"]=>
      string(260) "This report assesses the extent to which Key Stage 1 pupils’ attainment in reading and maths were impacted by partial school closures during the first national Covid-19 lockdown, and particularly the effect on disadvantaged pupils."
      ["matchLevel"]=>
      string(7) "partial"
    }
    ["content"]=>
    array(2) {
      ["value"]=>
      string(331) "... March 2020 school closures (commonly called ‘learning loss’), and the disadvantage gap for Year 2 children as measured in autumn 2020. The results focus on assessments taken by Year 2 pupils (aged 6-7 and in their final year of Key Stage 1) in autumn term 2020 sat by nearly ..."
      ["matchLevel"]=>
      string(7) "partial"
    }
  }
  ["_highlightResult"]=>
  array(6) {
    ["title"]=>
    array(3) {
      ["value"]=>
      string(103) "Impact of School Closures and Subsequent Support Strategies on Attainment and Socio-Emotional Wellbeing"
      ["matchLevel"]=>
      string(4) "none"
      ["matchedWords"]=>
      array(0) {
      }
    }
    ["author"]=>
    array(1) {
      [0]=>
      array(3) {
        ["value"]=>
        string(12) "Raspal Singh"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
    ["excerpt"]=>
    array(4) {
      ["value"]=>
      string(260) "This report assesses the extent to which Key Stage 1 pupils’ attainment in reading and maths were impacted by partial school closures during the first national Covid-19 lockdown, and particularly the effect on disadvantaged pupils."
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(3) {
        [0]=>
        string(8) "national"
        [1]=>
        string(3) "key"
        [2]=>
        string(5) "stage"
      }
    }
    ["content"]=>
    array(4) {
      ["value"]=>
      string(3994) "This NFER study estimates the impact on attainment of pupils in Key Stage 1 in England following disruption to schooling during the spring and summer terms of 2020. It also aims to determine the parts of the curriculum that children are struggling with.It concludes that Primary school pupils in England have suffered “significant” learning loss during lockdown and school closures.The interim report assesses the extent to which Key Stage 1 pupils’ attainment in reading and maths were impacted by partial school closures during the first national Covid-19 lockdown, and particularly the effect on disadvantaged pupils.The paper focuses on the gap in attainment likely caused by March 2020 school closures (commonly called ‘learning loss’), and the disadvantage gap for Year 2 children as measured in autumn 2020. The results focus on assessments taken by Year 2 pupils (aged 6-7 and in their final year of Key Stage 1) in autumn term 2020 sat by nearly 6000 pupils in 168 schools.The findings suggest that primary-age pupils have significantly lower achievement in both reading and maths as a likely result of missed learning. In addition, there is a large and concerning attainment gap between disadvantaged pupils and non-disadvantaged pupils.The NFER said its study confirmed that this represents a Covid-19 gap of around two months’ progress for both reading and maths. It also shows that there is a large and concerning attainment gap between disadvantaged and non-disadvantaged pupils: seven months for both reading and maths amongst year 2 pupils. It seems that the disadvantage gap is wider than earlier estimates, and will likely be further exacerbated by school closures in early 2021.The NFER study involved nearly 6,000 year 2 pupils at 168 primary schools in England taking standardised tests in reading and maths, and comparing the results with those from tests taken by a sample of pupils in similar schools.Overall the interim results found that pupils were, on average, making two months’ slower progress in both subjects compared with the earlier sample. Worryingly, the study also found that “a very large number of pupils were unable to engage effectively with the tests”, suggesting that lockdown had created further difficulties for teachers.Key Findings:Year 2 pupils’ attainment in reading was significantly[1] lower in autumn 2020 compared to a standardised sample from 2017; representing a Covid-19 gap of around two months’ progress.Year 2 pupils’ attainment in mathematics was significantly lower in autumn 2020 compared to a standardised sample from 2017; representing a Covid-19 gap of around two months’ progress.The disadvantage gap in reading is around seven months’ progress, which represents a widening as compared to Key Stage 1 in 2019.The disadvantage gap in mathematics is around seven months’ progress, which represents a widening as compared to Key Stage 1 in 2019Conclusion:This study confirms that, following the disruption to schooling in the 2020 spring and summer terms, Year 2 pupils had significantly lower achievement in both reading and maths in autumn 2020 when compared to performance seen in Year 2 in the autumn term of 2017. This represents a Covid-19 gap of around two months’ progress for both reading and maths. It also shows that there is a large and concerning attainment gap between disadvantaged and non-disadvantaged pupils: seven months for both reading and maths amongst Year 2 pupils. It seems that the disadvantage gap is wider than earlier estimates, and will likely be further exacerbated by school closures in early 2021Link: Impact of School Closures and Subsequent Support Strategies on Attainment and Socio-Emotional Wellbeing"
      ["matchLevel"]=>
      string(4) "full"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(8) {
        [0]=>
        string(8) "national"
        [1]=>
        string(10) "curriculum"
        [2]=>
        string(11) "assessments"
        [3]=>
        string(3) "key"
        [4]=>
        string(5) "stage"
        [5]=>
        string(1) "2"
        [6]=>
        string(7) "england"
        [7]=>
        string(4) "2018"
      }
    }
    ["categories"]=>
    array(2) {
      [0]=>
      array(3) {
        ["value"]=>
        string(10) "Leadership"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [1]=>
      array(3) {
        ["value"]=>
        string(20) "Leadership Briefings"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
    ["tags"]=>
    array(1) {
      [0]=>
      array(3) {
        ["value"]=>
        string(14) "Attainment Gap"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
  }
}

Leadership

Impact of School Closures and Subsequent Support Strategies on Attainment and Socio-Emotional Wellbeing

3 Feb 2021

array(8) {
  ["distinct_key"]=>
  string(10) "post#43701"
  ["title"]=>
  string(41) "Review of the school leadership landscape"
  ["categories"]=>
  array(1) {
    [0]=>
    string(10) "Leadership"
  }
  ["url"]=>
  string(58) "https://www.teachingtimes.com/review-leadership-landscape/"
  ["post_date_timestamp"]=>
  int(1499349887)
  ["objectID"]=>
  string(13) "post-43701-36"
  ["_snippetResult"]=>
  array(2) {
    ["excerpt"]=>
    array(2) {
      ["value"]=>
      string(350) "... leadership teams and governing bodies of the country’s schools. This research offers a fascinating consideration of the schools’ landscape and clearly highlights how it has evolved over the 10 years since the first review of school leadership in England in 2002. By the National College for School Leadership - 2012"
      ["matchLevel"]=>
      string(7) "partial"
    }
    ["content"]=>
    array(2) {
      ["value"]=>
      string(357) "... teaching and learning in a core subject areawith an SLT member leading departmental managementCase study 2: Senior and middle leadershipA mixed 11-18 Church of England (CoE) school had been judged by Ofsted to be ‘outstanding’ in allinspection categories in 2006, a judgement confirmed by an interim assessment in 2010 ..."
      ["matchLevel"]=>
      string(7) "partial"
    }
  }
  ["_highlightResult"]=>
  array(4) {
    ["title"]=>
    array(3) {
      ["value"]=>
      string(41) "Review of the school leadership landscape"
      ["matchLevel"]=>
      string(4) "none"
      ["matchedWords"]=>
      array(0) {
      }
    }
    ["excerpt"]=>
    array(4) {
      ["value"]=>
      string(562) "The English education system is experiencing an era of unprecedented change, at least as significant as the move to Local Management of Schools after 1988. Nowhere are these changes more keenly felt than amongst the leadership teams and governing bodies of the country’s schools. This research offers a fascinating consideration of the schools’ landscape and clearly highlights how it has evolved over the 10 years since the first review of school leadership in England in 2002. By the National College for School Leadership - 2012"
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(3) {
        [0]=>
        string(8) "national"
        [1]=>
        string(7) "england"
        [2]=>
        string(4) "2018"
      }
    }
    ["content"]=>
    array(4) {
      ["value"]=>
      string(5712) "categorised by Ofsted as ‘satisfactory’ or ‘unsatisfactory’ were less likely toanswer that teachers had been encouraged to contribute to school leadership ‘in the last 12 months’.69 © National College for School LeadershipThere was also evidence that collaborative leadership strategies, in partnership with other schools, weredeveloping. While one-half (51 per cent) of middle/senior leader respondents reported that their school hadno plans to share leadership responsibilities with a partner or across a family of schools, exactly one-thirdwere already doing so (including 18 per cent for more than a year). Further, while 81 per cent had no currentplans to develop an executive head and head of school model, 9 per cent were already doing so (6 per centfor more than a year). This mirrors the existence of executive headship within the sample discussed above.In Table 5.4, the figures in brackets are taken from the headteacher survey and are discussed in more detailin chapter 6. There is a broad similarity in responses across the two surveys, although it should be borne inmind that the headteachers and middle/senior leaders were not necessarily from the same schools.Table 5.4: Information about leadership strategies (senior leaders)To what extent has yourschool used the followingstrategies on leadership?We havebeen doingthis for a yearor more%Yes in thelast 12months%Plan to do soin the next 12months%No currentplans to doso%No response%Widened SLT membership 44 (23) 25 (22) 5 (12) 24 (40) 3 (2)Built a flatter less hierarchicalleadership structure and ethos36 (38) 22 (23) 6 (8) 31 (28) 4 (3)Encouraged and enabledteachers to contribute toschool leadership50 (52) 32 (37) 5 (5) 11 (1) 2 (1)Shared specific leadershipresponsibilities with a partneror across a family of schools18 (14) 15 (14) 12 (16) 51 (55) 4 (1)Developed an executive headand head of school model6 (5) 3 (1) 4 (3) 81 (88) 6 (2)N = 769Note: From a series of single-response itemsThe percentages in this table are weighted by school type, size and student FSM eligibility.Percentages in brackets are from the headteacher survey.Due to rounding, percentages may not sum to 100.Source: NFER and IOE leadership survey for the National College, 2012Interview and case study participants commonly described how building a culture that supports leadershipat all levels and sharing a vision for doing this was an important part of the role of the headteacher. Seniorleaders often reported that they needed to continue to develop shared responsibility and accountability foroutcomes among all staff. The need to develop the ability of colleagues to cope with uncertainty and changein a shifting climate was also reported.70 © National College for School LeadershipOn specifically middle leadership, differences emerged between primary and secondary schools. Withinprimary schools, headteachers referred to the successful sharing of leadership roles across the school andthe willingness of all staff to take on additional responsibility even where there was no formal recognition ofthis in terms of pay or status. Commonly, the majority of teachers had subject co-ordination responsibilities.Where primary schools were too small for middle leadership to be applicable as a ‘layer’ of leadership, allteachers with teaching and learning responsibility (TLR) points were usually included within the SLT. Overall,leadership in primary schools was nearly always considered by the headteacher to be good and developingat all levels, with the main area identified for development relating to the roles of support staff.In secondary schools, a mixed picture was more frequently reported. Concerns about middle leadershipwere usually reported about heads of department (or faculty), including for the core subjects of English,mathematics and science. Headteachers referred to a number of strategies for monitoring and improvingmiddle leadership. These included deploying:— line management, for example with senior leaders monitoring closely student progress and the impactof interventions in a specific department— performance management, including formal or informal capability measures and individual improvementplans— mini-inspections of subject areas, conducted by internal or external colleagues— leadership development programmes, such as those from the National College, were often run locally ina partnership arrangement or in-house— support from other schools, for example with the head of department from another school supportingdirectly the respective subject leader— restructuring, for instance in one case using an AST to lead teaching and learning in a core subject areawith an SLT member leading departmental managementCase study 2: Senior and middle leadershipA mixed 11-18 Church of England (CoE) school had been judged by Ofsted to be ‘outstanding’ in allinspection categories in 2006, a judgement confirmed by an interim assessment in 2010. The schoolshad a very low proportion of students eligible for FSM and converted to academy status in 2011.The SLT structure was described by the headteacher as being fairly conservative but flexible andincluded: a deputy head responsible for learning and the curriculum; a deputy head responsible forpastoral care; an assistant head of 14-19; an assistant head of Key Stage 3; an assistant head ofassessment, CPD and teaching school bid lead; a personnel director (personnel and plant); a financialdirector (newly appointed on academy conversion); an AST with responsibility for pedagogy ‘in-reach’and professional tutor for NQTs and"
      ["matchLevel"]=>
      string(7) "partial"
      ["fullyHighlighted"]=>
      bool(false)
      ["matchedWords"]=>
      array(7) {
        [0]=>
        string(8) "national"
        [1]=>
        string(10) "curriculum"
        [2]=>
        string(11) "assessments"
        [3]=>
        string(3) "key"
        [4]=>
        string(5) "stage"
        [5]=>
        string(1) "2"
        [6]=>
        string(7) "england"
      }
    }
    ["categories"]=>
    array(1) {
      [0]=>
      array(3) {
        ["value"]=>
        string(10) "Leadership"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
  }
}

Leadership

Review of the school leadership landscape

6 Jul 2017